Instructional Behavior Tech

Statesmen-College-Preparatory-Academy-For-Boys; Washington (District of Columbia); On-site; USD 40,000 - 60,000; Full time

Job summary

Statesmen-College-Preparatory-Academy-For-Boys in Washington, DC seeks a dedicated instructional support professional to build trusting relationships with students, promote engagement, and help maintain a positive and structured learning environment.

You will collaborate with teachers, counselors, and support staff to implement behavioral interventions, differentiate supports, monitor progress, and reinforce classroom routines to support academic and social‑emotional growth.

Qualifications

• High school diploma or GED required.
• Strong interpersonal, communication, and relationship-building skills.
• Ability to maintain confidentiality and composure in a fast-paced school setting.
• Ability to work with students facing behavioral, emotional, or academic challenges.
• Ability to follow behavior support plans and instructional guidance.
• Strong organizational and documentation skills.

Responsibilities

• Build positive relationships with students to boost engagement and academic success.
• Support implementation of behavior intervention plans and instructional accommodations.
• Provide one-on-one and small-group instructional support and behavioral coaching.
• Lead instructional support within learning environments, reinforcing teacher-guided instruction.
• Collaborate with teachers and staff to monitor progress and adjust supports.
• Document student progress and communicate updates to families and administrators.

Skills

Relationship-building

Interpersonal communication

Classroom behavior management

Collaboration

Education

High school diploma or GED

Job description

What You Will Do

Relationship Building:

• Build and maintain positive, trusting relationships with students to increase engagement, accountability, and academic success.
• Foster a supportive and structured learning environment that promotes positive student behavior and emotional well-being.
• Utilize relationship-based intervention strategies to support student growth, self-regulation, and conflict resolution.

Behavioral and Instructional Support:

• Support the implementation of individualized behavior intervention plans, instructional accommodations, and evidence-based classroom support strategies that promote both academic and behavioral success.
• Provide one-on-one and small-group instructional support and behavioral coaching aligned to student learning goals, Individualized Education Programs (IEPs), and identified intervention needs.
• Serve as a lead instructional support professional within assigned learning environments by reinforcing teacher-directed instruction, facilitating student engagement, and helping ensure access to grade-level curriculum.
• Reinforce classroom expectations, routines, and positive behavior systems while supporting high-quality instructional practices that maximize learning opportunities for all students.
• Assist students with maintaining focus, task completion, academic engagement, emotional regulation, and appropriate peer interactions throughout the instructional day.
• Collaborate with teachers and support staff to implement instructional interventions, differentiate learning supports, and address barriers to student achievement.
• Monitor, document, and communicate student progress related to behavioral, socialemotional, and academic goals, using data to support ongoing intervention planning.
• Model and promote effective learning behaviors, organizational skills, and self-advocacy strategies that foster student independence and long-term success.

Communication and Collaboration:

• Collaborate closely with teachers, administrators, counselors, and support staff to ensure consistency in student interventions and supports.
• Maintain ongoing communication with parents/guardians regarding student progress, behavioral goals, and support strategies as appropriate.
• Assist with documenting student data, incident reports, progress monitoring, and recommendations for programmatic adjustments.

Who Must You Be

Required

• High school diploma or GED required.
• Strong interpersonal, communication, and relationship-building skills.
• Ability to maintain professionalism, confidentiality, and composure in a fast-paced school environment.
• Ability to work effectively with students exhibiting behavioral, emotional, or academic challenges.
• Ability to follow behavior support plans and instructional guidance provided by supervisors and school staff.
• Strong organizational and documentation skills.
• Ability to work collaboratively as part of a multidisciplinary team.

Preferred

• Previous experience working with children or adolescents in a school, youth development, childcare, or behavioral support setting preferred.
• Experience implementing behavior intervention strategies and de-escalation techniques preferred.
• Familiarity with restorative practices, trauma-informed care, and positive behavior intervention systems preferred.
• Experience supporting students with special education needs, emotional disabilities, or social-emotional challenges preferred.
• Experience providing one‑one or small-group student support preferred.